This present study included environmental goal structure, self-determination theory and the model of academic emotions cognitive-motivational that constructed the self-determined motivation process model. The aims of this study were to test if the data-model fit the data observed and to examine the relationships among environmental goal structure, self-determined motivation and academic emotions. In order to fulfill the goal, participants included 707 eighth grade junior high school students from 11 schools in Taiwan. The results of this study were: (a) The self-determined motivation process model constructed in this study could be used to well explain the empirically observed data in this sample of students in Taiwan. (b) The data analyses showed that Mastery goal structure, compared to performance goal structure, had more positive total effects on the self-determination motivation process, the process of academic emotion process, and academic outcomes than Performance goal structure. (c) Students’ sense of competence had the strongest effect on the autonomous motivation. (d) The Autonomous motivation had positive total effect on the academic emotions, cognitive-motivational variables, and academic outcomes. (e) The Academic emotions had positive total effect on cognitive-motivational variables and academic outcomes, and cognitive-motivational variables had positive total effect on academic outcomes. Based on the findings of this study, suggestions were made for future research, as well as implications for junior high school teaching and educational guidance.